Language Connections: Writing and Reading Across the Curriculum  

Language Connections, originally published by NCTE in 1982, focuses on general language skills teachers in all disciplines can use 'to enhance student learning and, at the same time, reinforce the more specific language skills taught by reading, writing and speech teachers' (ix). The 12 chapters address issues including journal writing, problem solving approaches to writing, transactional writing, writing to learn, reading processes, and conferencing. An annotated bibliography is provided.

Fulwiler, Toby and Art Young, eds. Academic.Writing (1982). Books>Writing>Writing Across the Curriculum

Shaping Written Knowledge: The Genre and Activity of the Experimental Article in Science  

In Shaping Written Knowledge, Charles Bazerman traces the history and character of the experimental article in science, calling attention to the social and rhetorical forces that shaped its development. Truly a landmark in writing studies, this book provides a broadly interdisciplinary exploration of an important genre and offers insights that extend far beyond its immediate focus of study.

Bazerman, Charles. Academic.Writing (1988). Books>Scientific Communication

Strengthening Programs for Writing Across the Curriculum  

This collection of thoughtful, thoroughly grounded essays explores the design of writing-across-the-curriculum programs in new and maturing programs. The collection also contains an appendix listing the results of the first comprehensive survey of writing-across-the-curriculum programs in the United States, Puerto Rico, and Canada.

McLeod, Susan H. Academic.Writing (1988). Books>Education>Writing Across the Curriculum>Writing

Teaching Writing Across the Curriculum, Third Edition  

Teaching Writing Across the Curriculum, presented here in its third edition, provides a comprehensive, accessible discussion of teaching writing across the curriculum. Written by one of the leaders in the field of writing across the curriculum (WAC), it offers a brief introduction to WAC and then discusses how writing can be used to help students learn and communicate. Art Young writes that this book can 'serve as a guide to teachers who have been assigned or who have volunteered to teach a required 'writing-intensive' course in their discipline as well as to faculty who themselves decide to include student writing. whether occasionally or frequently, in their courses.' In addition to serving as a guide for teachers of WAC courses, this book also serves as an invaluable resource for faculty in English departments and writing programs.

Young, Art. Academic.Writing (1999). Books>Writing>Writing Across the Curriculum

World Wide Words: A Rationale and Preliminary Report on a Publishing Project for an Advanced Writing Workshop  

Publishing articles on the World Wide Web in established webzines edited for love or money by people who take their tasks seriously offers a possible remedy to the problem of inauthenticityor pseudotransactionality in student writing.

Sands, Peter. Academic.Writing (2003). Articles>Education>Publishing>Online

Writing Across the Curriculum: A Guide to Developing Programs  

Addressing the design, funding, operation, and underlying pedagogical principles of WAC programs, this comprehensive collection of essays offers important advice to WAC program designers and teachers. In 12 chapters, the contributors to this important collection discuss issues including program design, writing in the disciplines, writing to learn, writing-intensive courses, and the relationships among WAC programs, first-year writing programs, general education, and writing centers.

McLeod, Susan H. and Margot Soven, eds. Academic.Writing (1992). Books>Writing>Writing Across the Curriculum

Writing Centers and Academic Advising: Towards a Synergistic Partnership

When considering forms of academic writing and, more broadly, the kinds of advice academic writing centers provide students, we usually think about academic communication, disciplinary forms of writing research reports, pedagogical approaches, and perhaps, on a good day, providing students with assistance on making presentations at academic conferences. Unfortunately, student mentoring, in the form of academic and professional advising, is rarely considered as a potential outcome or role of an active writing center. This article introduces academic advising as an important and useful role academic writing centers can fulfill. Academic advising can not only influence students' academic and career choices but can also play a critical role in creating and facilitating a productive academic culture within a departmental and university-wide context.

Faber, Brenton D. and Catherine Avadikian. Academic.Writing (2002). Articles>Education>Writing

Writing Selves/Writing Societies: Research from Activity Perspectives  

This is the first in a series of online books sponsored by the WAC Clearinghouse. The chapters in this edited collection consider human activity and writing from three different perspectives: the role of writing in producing work and the economy; the role of writing in creating, maintaining, and transforming socially located selves and communities; and the role of writing formal education. The editors observe, 'The activity approaches to understanding writing presented in this volume give us ways to examine more closely how people do the work of the world and form the relations that give rise to the sense of selves and societies through writing, reading, and circulating texts. These essays provide major contributions to both writing research and activity theory as well as to the recently emerged but now robust research tradition that brings the two together.'

Bazerman, Charles and David R. Russell. Academic.Writing (2002). Books>Writing>Writing Across the Curriculum>Rhetoric